30.049 - Moving From Knowledge to Action: Using Self-Excavation to Advance Equitable Educational Opportunities

Session Type: Symposium

Abstract

Educators’ perceptions of education, society, and the significance of race, culture, and ethnicity in the learning process influence provisions of instruction (Gay, 2010). Educational decision-makers are often unaware of how hegemonic policies and practices create barriers to learning opportunity and success for many students (Darling-Hammond, 2006). For six years, we intentionally collaborated to explore our racial identities and the impact of race and Whiteness upon our personal and professional lives. Using the scholarly personal narrative research process, we explore personal beliefs and reflect on historical events, diverse perspectives, and our previous research findings (Nash & Bradley, 2011). We designed a “Framework for Culturally Responsive Self-Excavation” to guide educators in their process of critical self-reflection.

Sub Unit

• SIG-Critical Examination of Race, Ethnicity, Class, and Gender in Education

Chair

• Norvella P. Carter, Texas A&M University

Papers

• Improving Educational Policy and Practice: Equitable Learning Opportunities for Each Child - Sherry W. Powers, Eastern Kentucky University

• Dancing on the Fence: Personal and Professional Struggle to Develop a Lens for Equitable Education - Angela J Cox, Georgetown College

• Life Ain't Been No Crystal Stair: An African American Educator's Journey Against Whiteness - Tiffany Renee Wheeler, Transylvania University

• Covering and Passing: Reconciling Differences in Individual and Social Bicultural Identity Development - Miriam Elizabeth Stroder, Asbury University

Discussant

• Deneese L. Jones, Trinity University